Environmental Citizen Science (CS) initiatives have been largely embraced in K-12 education, as they are often hypothesized to improve students' knowledge, skills, attitudes, and behaviours to act as “environmental citizens” according to the notion of Environmental Citizenship (EC). However, the potential of environmental CS initiatives to promote Education for Environmental Citizenship (EEC) has not been systematically explored. At the same time, environmental CS initiatives for educational purposes are highly heterogenous and learning is enacted in diverse ways, according to the participatory and the pedagogical components underpinning each initiative. To address the complexity of the field, this review study adopts the PRISMA methodology to synthesize thirty-four empirical studies (n = 34) retrieved from a systematic review of the literature covering the last two decades (2000–2020). The reviewed environmental CS initiatives were subjected to a content analysis to identify their impact on students' EC (e.g., EC competences, actions, outcomes), as well as to unveil the CS initiatives' constitutional components in terms of (a) Participation (e.g., types of students' contributions, level of data collection, frequency of students' participation, modes of student engagement, forms of students’ involvement), and (b) Pedagogy (e.g., learning goals, educational contexts, learning mechanisms, EEC pedagogy). Our analysis shed light to the three territories (Participation, Pedagogy, Environmental Citizenship) underpinning the reviewed CS initiatives as well as to their interrelations. We reflect on these findings, and we provide directions for future research to guide the development of more successful environmental CS initiatives in K-12 education, serving as a vehicle for EC.

环境公民科学 (CS) 倡议已在 K-12 教育中得到广泛接受，因为根据环境公民 (EC) 的概念，它们通常被假设为提高学生的知识、技能、态度和行为，以充当“环境公民” ). 然而，尚未系统地探索环境 CS 倡议促进环境公民教育 (EEC) 的潜力。同时，根据支持每个倡议的参与和教学组成部分，以教育为目的的环境 CS 倡议具有高度异质性，学习以多种方式进行。为了解决该领域的复杂性，本综述研究采用 PRISMA 方法综合了 34 项实证研究（n = 34）从对过去二十年（2000-2020）文献的系统回顾中检索到。对经过审查的环境 CS 倡议进行了内容分析，以确定它们对学生 EC 的影响（例如 EC 能力、行动、结果），并揭示 CS 倡议的宪法组成部分（a）参与（例如、学生贡献的类型、数据收集的水平、学生参与的频率、学生参与的方式、学生参与的形式），以及 (b) 教学法（例如，学习目标、教育背景、学习机制、EEC 教学法） . 我们的分析阐明了支持已审查的 CS 计划的三个领域（参与、教育学、环境公民）及其相互关系。我们反思这些发现，